MARTIN LUTHER KING, JR. LEARNING CENTER School-wide Behavior Management Plan Prepared by G. Kennedy OCTOBER 26, 2017 MARTIN LUTHER KING, JR. LEARNING CENTER
Beliefs about student achievement: DALLAS ISD GOALS Goal 1: All students will exhibit Satisfactory or above performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth; Goal 2: Dallas ISD schools will be the primary choice for families in the district; Goal 3: The achievement gap by race, ethnicity and social economic status will be no greater than 10 percentage points on all academic measures; Goal 4: 95% of students will graduate. Of the graduates, 90% have qualifying scores for community college, college, military, or industry certification; Goal 5: 95% of entering kindergarten students are school-ready on a multidimensional assessment; Goal 6: All students will participate in at least one extracurricular or co-curricular activity each year. School-wide Behavior Management Plan Purpose The overall purpose of behavior management is to aid students in displaying behaviors conducive to the learning environment. The goal of positive behavior management should be to teach and encourage academic and social behaviors that are appropriate for the classroom and common areas. The teacher s goal in behavior management is to have appropriate behavior displayed by students because it: Creates a safe and civil learning environment for all Encourages learning by eliminating distractions Is respectful to other students and staff Facilitates the organization of the classroom so learning time is efficient Increases time available to interact with academic subjects Students benefit from classrooms where behavior management is used to promote positive behaviors and encourage learning. Benefits include: The opportunity to learn, practice and develop social skills The positive experience of getting along with teachers and other students Experiences with group and cooperative activities Meeting the goal of following procedures developed for effective learning Learning behavioral expectations in different situations Building Relationships Working to establish relationships with students is an important strategy in effective behavior management. Investing time to get to know students is a good first step in establishing a positive relationship with them. A positive relationship sets the groundwork for all the other strategies. Students are more likely to listen and respond to rules, requests and reinforcement if they know their interactions with faculty or staff will be positive. Students respond better to adults who take a personal interest in them. Ways to be positive include:
Demonstrating to students their importance (i.e., by learning their names, actively listening to them, remembering things said by them) Praising continuation of appropriate behaviors Showing interest in helping students Explaining the reasons for having rules Encouraging students to participate in activities It is important that our school feels welcoming for all students. When students feel safe and secure in their environment, learning can take place. Considerations Here are some things we consider in implementing an effective Behavior Management Plan: Behavior Management should be viewed as an opportunity for teaching and not as an opportunity for punishment. Consider the impact on the student's best interests Avoid embarrassing students Suggestions should be in the form of constructive criticism Constructive criticism should occur in private Never engage in a power struggle strive for win/win Thank students when they are trying to improve Do not touch a student who is upset Keep faculty and staff members informed Documentation should be objective and free of emotion Seating Charts by the end of the week Effective Supervision By using effective and efficient supervision techniques, we increase opportunities for positive contact with students, reinforcing appropriate behavior, and correcting inappropriate behavior. Protect An effective supervisor will be there and be aware. Be on time Do not allow other adults to use up your time Only leave the area in the case of an emergency after telling another adult. (If you are the only adult, consider asking a responsible student to get help) Be purposeful about looking around at all students in the area. Expect An effective supervisor understands behavioral expectations for students, actively communicates high expectations for student behavior, intervenes early and makes positive contact with potential troublemakers. Know the rules, procedures, and basic civilities students are expected to use Be prepared to enforce all of the behavioral expectations for students Positively connect with students who you feel may have difficulties
Move close to students who are beginning to have difficulties so students are aware that you are monitoring Do not avoid correcting low level misbehavior; step in at the onset of any potential problem Connect An effective supervisor greets all students and provides positive feedback when students are meeting expectations. Strive for a "4-1 ratio of interactions"! Intentionally meet students in a welcoming and positive manner Make a point of being more positive than corrective when interacting with students overall Give students specific, descriptive praise that they can tell is sincere Strive for a 4-1 ratio of positive to negative interactions with every student in the area Correct An effective supervisor corrects misbehavior consistently, calmly, and respectfully. Use productive corrections and prevent non-compliance. Make a point of correcting student misbehavior consistently Respond to student misbehavior in as unemotional a manner as possible Use a professional tone and supportive stance (i.e. of to the side, not directly in front) when talking to individual students Correct misbehavior in a way that avoids publicly humiliating the student Use an instructional approach when correcting misbehavior (i.e. stating the rule for the student, having the student state the rule, or having the student demonstrate the correct behavior) Be aware of, and use, a variety of productive corrections for different instances of student misbehavior Prevent student non-compliance by providing clear and effective directions/expectations Respond thoughtfully when a student fails to follow a direction Start on Time START on Time entails: Hall Monitoring It is the responsibility of all faculty and staff to monitor school hallways in order to maintain safe and civil conduct at all times throughout our campus. There should never be more than one student from a class with a hall pass, unless a student is accompanying another student to the office. Students may not receive a hall pass during the first 10 minutes, or the last 10 minutes of any class period. The hallways are the largest common area in our school. Here we have the greatest opportunity to build positive relationships with all students and teach appropriate social behaviors. Student behavioral expectations include the following: Walk Do not run on the right side of the hallway to ensure smooth traffic flow
Do not congregate in the hallway or stop someone going in the opposite direction Keep the hallways quiet during transitions Keep the hallways trash free Standardized Safe Transition Protocols All teachers adhere to the following protocols: Stand outside their classroom when students are in the hallway. Standardize clocks in each classroom to release all students on time. Do not issue a hall pass during the first 10 minutes or last 10 minutes of class. Have a visible standardized hall pass which can be easily identified (one hall pass per class). Walk at the back or mid-point of your line so you can see the entire line. If your students are behind you, you cannot see what is happening. When turning a corner have students to stop at the corner. Walk to the corner, so you can see both halls, then allow students to turn the corner. Stand with students outside the classroom while waiting for the classes to exchange. Note: Students are not unsupervised at any time during the school day Bells will ring at 7:45a.m., 7:55a.m., and 2:56p.m. Teachers adhere to the bell schedule and scheduled transition times. Recess Monitoring Teachers to monitor recess in order to maintain safe and civil conduct at all times throughout our campus. Actively monitor the students during recess. Students are expected to: Play safely (no horseplay or scuffling) Line up immediately when the teacher calls Play in designated areas only Keep hands, feet and other objects to themselves Escorting Classes to the Cafeteria or Outside during Dismissal Teachers escort their students to the cafeteria for lunch and to the exit area during dismissal in a single line and in an orderly manner. Teachers remain with their classes until they have completely entered the cafeteria or have left the campus.
Other Common Areas Other common areas include the front of the building, the auditorium, and the cafeteria. When monitoring a common area teachers are presented with the opportunity to build relationships with students and teach appropriate social behaviors. Front of the Building Before School: 1 st opportunity to communicate with students/parents. Monitor students entering the building for dress code compliance. Report students who leave campus once they are here. After School: Students will be getting on the bus, waiting for parents, or walking off campus to go home. Encourage students to be off campus as quickly as possible. Encourage students to keep our campus trash free. Monitor student behavior and step in or report at the onset of any potential problem. Duty Auditorium Students are to remain seated. Teacher/staff are inside the auditorium means at all times. Teacher/staff move up and down the aisles being alert to language or highly charged conversations. Outside Front and side (bus arrival) Ensure that students enter the building. Patrol the entire walk area. Students are not to loiter outside the building. Morning Duty Greet students. Stay among the students. Be alert to a sudden escalation of noise. This may be a precursor to a major campus disruption. Be especially alert at dismissal as most incidents occur at this time. Assistance is available if you need it! Bullying Bullying is written or oral expression or physical conduct that: 1. Will have the effect of physically harming a student, damaging a student s property or placing a student in reasonable fear of harm to the student s person or damage to the student s property; or 2. Is sufficiently severe, persistent or pervasive to create an intimidating, threatening or abusive educational environment for a student.
Bullying is a severe offense, and should be dealt with immediately. Building positive relationships with our students is important so students feel comfortable reporting being bullied. Teachers should stress to students that bullying should be reported immediately. When supervising a common area or in the classroom, teachers and staff members should intervene immediately at the onset of bullying activities. The sooner bullying activities are reported, the sooner administrative action can be taken. School-wide Rules (are posted prominently in each classroom and all common areas) School wide Rules 1. Respect all adults by cooperating with them and following directions the first time. 2. Respect all adults and other students by listening, being polite and using good manners. 3. Keep hands, feet and objects to yourself and respect other s property. 4. Practice self-control and accept consequences for your behavior. 5. Take pride in your education by coming to school on time, prepared and working to the best of your ability. Be Respectful Treat others with respect; follow the Golden Rule. Be tolerant of differences Use good manners, not bad language Be considerate of the feelings of others Don t threaten, hit or hurt anyone Deal peacefully with anger, insults and disagreements Be Responsible Do what you are supposed to do. Persevere: keep on trying! Diligence Always do your best Use self-control Be self-disciplined Think before you act consider the consequences Be accountable for your choices Be a Good Citizen Do your part to make your school and community better. Cooperate Get involved in community affairs Stay informed; vote Be a good neighbor Obey laws and rules Respect authority Protect the environment Campus o Bengal student of the Six weeks o Clean, orderly, and welcoming building o Greet students by name each day and welcome them o School-wide attention signal: GIVE ME 5 o Rules posted throughout building in common areas o Use key words when praising and correcting (respect, responsibility, good citizen) o 3-week rotation of guidance counseling to supplement social-emotional skills taught in class
o Campus Student Leadership Teams: student council o Mentors Classroom o Post at least 3 school-wide rules and adapt expectations to your classroom preferences o Use key words when praising and correcting (respect, responsibility, good citizen) o Greet students by name each day and welcome them o Practice and use school-wide attention signal: GIVE ME 5 1. Eyes Watching 2. Ears Listening 3. Voices Quiet 4. Hands & Feet Still 5. Brain Thinking o Weekly Class Grade Level Meeting, Monday Purpose: (1) build community (2) Problem-solving (3) provide a vehicle for effective character education (4) Praises (5) Expectation for the week Norms: Safe place to share ideas/concerns and to practice social skills. Respectful tone. Discuss problem behaviors (not students) o Class Discussion Box (compliments, questions, concerns, help needed) Positive Discipline o Adults are positive role models for students and will treat others with respect at all times. o Adults will encourage and promote positive relationships and interactions. o Students who are actively engaged in learning and who feel safe, valued, and inspired will put forth greater effort in their academics and behavior. o Students should be taught the skills necessary to succeed in every school situation. (Review and practice expectations BEFORE activity, several times) Opening & closing procedures, arrival & dismissal, lockers Instructional arrangements: whole group, small group, independent work Classroom activities: centers, labs, tests, what to do when finished School-wide Activities: halls, cafeteria, specials, recess, assemblies, visits/guests o Misbehavior is a teaching opportunity Reflect on misbehavior and think through better alternative o Teachers will maintain discipline records, noting compliance with school-wide discipline plan o After the third office referral, an SST meeting is required.
o Each classroom needs a clearly defined process for encouraging positive behavior and correcting misbehavior. Keeping a 4 to 1 positive vs. corrective comment ratio will help reduce negative interactions. It is important for each teacher to maintain accurate classroom documentation. o When correction is required, the system below should be implemented. o Calm, clear, consistency is the key.
PBIS at MLK A General Overview The main focus of Positive Behavioral Interventions and Supports (PBIS) is to provide a clear system for all expected behaviors at Martin Luther King, Jr. Learning Center. While many faculty and students may have assumptions of what is expected behavior, we cannot assume that everyone s beliefs are similar. Through PBIS, we will work to create and maintain a productive, safe environment in which ALL school community members have clear expectations and understandings of their role in the educational process. Proactive Approach to School-Wide Discipline Schools that implement school-wide systems of positive behavior support focus on taking a team-based system approach and teaching appropriate behavior to all students in the school. Schools that have been successful in building schoolwide systems develop procedures to accomplish the following: 1. Behavioral Expectations are Defined. A small number of clearly defined behavioral expectations are defined in positive, simple, rmlk. Martin Luther King, Jr. Learning Center s Longhorn Code of Conduct is: Be Respectful Be Responsible Be Ready 2. Behavioral Expectations are Taught. The behavioral expectations are taught to all students in the building, and are taught in real contexts. Teaching appropriate behavior involves much more than simply telling students what behaviors they should avoid. Specific behavioral examples are: Being respectful means raising your hand when you want to speak or get help. Being respectful means using a person s name when you talk to him or her. Being responsible means knowing and following classroom and school MLK on a daily basis. Being responsible means to be on time. Being ready means to be prepared with assignments and materials. Being ready means to follow and respond appropriately to adult direction. Behavioral expectations are taught using the same teaching formats applied to other curricula. The general MLK is presented, the rationale for the MLK is discussed, positive examples ( right way ) are described and rehearsed, and negative examples ( wrong way ) are described and modeled. Students are given an opportunity to practice the right way until they demonstrate fluent performance.
3. Appropriate Behaviors are Acknowledged. Once appropriate behaviors have been defined and taught, they need to be acknowledged on a regular basis. MLK has designed a formal system that rewards positive behaviors. I Noticed are immediate forms used by the individual teacher, at their discretion, as a tool of encouragement and a student motivator. Longhorn Bucks are awarded to encourage and reinforce positive behaviors demonstrated on a consistent basis. Teachers can award Longhorn Bucks to students, whether they teach them or not. 4. Behavioral Errors are Corrected Proactively. When students violate behavioral expectations, clear procedures are needed for providing information to them that their behavior was unacceptable, and preventing that unacceptable behavior from resulting in inadvertent rewards. Students, teachers, and administrators all should be able to predict what will occur when behavioral errors are identified.
Bengal Code of Conduct Readiness Responsibility Respect Classroom Hallway Other Arrive on time Move to class and be ready to promptly by the work. most direct route. Be prepared with Have pass or assignments and agenda. materials. Vacate the Take an active, hallways. positive role in Follow and classroom respond activities. appropriately to adult directions. Follow and respond appropriately to adult directions. Believe success is possible. Know and follow classroom MLK. Accept positive and negative consequences. Clean up your space. Follow and respond appropriately to adult directions. Use appropriate language and tone with self, teachers and others. Respect others personal space and property. Use appropriate non-verbal communication that shows you are on task. Know and follow school MLK. Accept positive and negative consequences. Use appropriate volume and language. Follow and respond appropriately to adult directions. Use appropriate language and volume. Respect others personal space and property. Avoid being a distraction to classrooms along your route. Arrive on time. Have all appropriate materials ready. Follow and respond appropriately to adult directions. Know and follow school MLK. Accept positive and negative consequences. Clean up your space. Follow and respond appropriately to adult directions. Use appropriate language in any communication with others. Respect others personal space and property.
Bengals ARE SUCCESSFUL
Bengal of the Week The Bengal of the Week (BOW) program has been established to recognize the many ways that students strive to uphold the Bengal Code of Conduct (Readiness, Responsibility, and Respect). On a weekly basis, teachers nominate students whom they feel best exemplify one or more of those areas. All students who are nominated are recognized over the announcements and are provided certificates to acknowledge this accomplishment. The BOW Committee will then select one student from the list of nominated individuals to be the Bengal of the Week; that student will receive a special certificate and an appropriate reward. Their picture is also displayed in the front lobby for all faculty, students, and visitors to see.
To: Faculty From: Bengal of the Six Weeks Committee Re: Bengal of the Six Weeks for 2016 The Bengal of the Week program has been set up to recognize the many ways our students strive to uphold the Bengal Code of Readiness, Responsibility, and Respect. We are asking teachers to nominate a student whom you feel exemplifies one or more of these areas. The following are suggested areas of nomination: Readiness Responsibility Respect Improved attendance Active participation in class activities Effort and initiative Preparation for each class Honesty Academic Improvement Following School MLK Compassion Courtesy Cooperation and helpfulness Tolerance toward others ************************************************************************ Please complete all information below. Nominee (print) Grade Homeroom Recommended by (print) Signature Circle: Readiness Responsibility Respect Please indicate the reason(s) you are nominating this individual. Your comments are necessary and helpful in our selection. Use the back of this form if necessary. Thank you for taking time to complete this nomination form and for making BOW possible! Please return to Mrs. Kennedy mailbox NO LATER than 2:30 each week.
Martin Luther King, Jr. Learning Center Student Behavior Management Process Explanation of Behavior Graphic In order to manage student behavior consistently throughout classrooms at MLK, the following Student Behavior Management Process graphic has been created. It is to be used as a guide for differentiating between teacher-managed and office-managed behaviors.
Martin Luther King, Jr. Learning Center Student Behavior Management Process Observe problem behavior Problem-solve with students Teacher- Managed vs. Office-Managed Language Lateness Preparedness Calling Out Put-Downs Throwing Refusing to work Food or drink Minor dishonesty Touching Tone/Attitude Electronic devices Dress code Weapons Fighting or aggressive physical contact Chronic minor infractions Aggressive language Harassment (of students or teachers) Major dishonesty Threats Vandalism Gambling Smoking Alcohol Drugs Contact parent on 1 st and 2 nd Teacher Managed Incident. (Required) Take concrete action to correct behavior (i.e., time-out cool-off, complete behavior reflection writing, etc.) When possible, have the corrective action correspond to the behavior being corrected.
MLK Consequences The following are interventions that may be utilized in correcting a student s inappropriate behavior. Interventions listed are not hierarchical. District regulations dictate consequences for certain infractions. Not all intervention strategies for each level need to be utilized. Classroom Infraction Type 1, Level I Offense: Minimal interference with instructional process based on class and/or school procedures *Proximity Control *Nonverbal cue to correct behavior *Verbal warning to student(s) *Conference with student (in classroom or hallway) *In-class modified seating *In-class time out Teacher- Managed Classroom Infraction Type 2, Level I Offense: Repeated interference with instructional process based on class and/or school procedures *Reflection Form with corresponding parent/guardian contact *Peer mediation *Referral to Guidance *Out of class time with another teacher Classroom Infraction Type 3, Level I Offense: Chronic interference with instructional process based on class and/or school procedures *Out of class time or meeting with Grade Level Chair *Parent/Student/Teacher conference *Refer to SST Office- Managed Classroom Infraction Type 4, Level II or higher offense: Administrative action *Office referral (Indicate on referral if this is a result of repeated student infractions)